FFECTIVE LEARNING OF ENGLISH SYNTAX FOR FETT STUDENTS

Dwi Winarsih, Gilang Fadhilia Arvianti

Abstract


This qualitative study aims to describe students‘ metacognitive process in English Syntax learning and to explain effective learning of English Syntax for teacher training students. This case study focused on the existing condition of English Syntax teaching learning process in a public university in Central Java. Data was collected from students of English Department in Education of Teacher Training (ETT) Faculty. Finding shows that students understand concept of traditional grammar, transformational generative grammar, and functional grammar by doing exercises of sentence constructions. They also know how to implement those concepts in teaching-learning methodology. However, the lecturer had to provide many exercises and repeat explanation of sentence structure. Thus it looked like grammar class. Once, the researcher used a journal of a research in an English Syntax. The results show it facilitates students to understand how a theory is applied and used to analyze data. It is easier and takes shorter time than it was previously for students to understand the concept and its implementation in TEFL. It implies that research-based learning is effective for students to understand the theories of English Syntax, sentence analysis, and its implication in teaching-learning methodology of EFL.

Keywords


Students, Grammar, Research-Based Learning

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